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Developing a communal identity as beginning teachers of mathematics: Emergence of an online community of practice 总被引：1，自引：0，他引：1
The aim of this study is to investigate how a community of practice focused on becoming a teacher of secondary school mathematics
emerged during a pre-service teacher education programme and was sustained after students graduated and began their first
year of full-time teaching in schools. Bulletin board discussions of one pre-service cohort are analysed in terms of Wenger’s
(1998) three defining features of a community of practice: mutual engagement of participants, negotiation of a joint enterprise,
and development of a shared repertoire for creating meaning. Emergence of the online community was associated with our own
role in facilitating professional dialogue, the voluntary and unstructured nature of participation, initial face-to-face interaction
that created familiarity and trust, and the convenience of using email rather than logging on to a website. The study shows
that the emergent design of the community contributed to its sustainability in allowing the pre-service and beginning teachers
to define their own professional goals and values.
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| Merrilyn E. GoosEmail: |
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The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher knowledge to apply to mathematics teacher educators, introducing new aspects and drawing attention to unique characteristics of mathematics teacher educators in the process. To some extent the questions these papers raise reflect similar questions in mathematics education more generally but for which the implications for mathematics teacher educators warrant attention. In this paper we review the articles in this special issue and use them as a springboard to examine contemporary developments in the field and posit ways forward for research on mathematics teacher educators’ knowledge. 相似文献
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Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council''s BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students'' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses. 相似文献
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In this review essay we critically examine issues raised by authors whose work is published
in the two Special Issues of JMTE (Part 1, 13.5 and Part 2, 13.6) on Mathematics Teacher and Mathematics Teacher Educator
Change—Insight through theoretical perspectives. While the authors have drawn on a wide range of theories and approaches,
we have chosen to view their articles through
a single socio-cultural lens to explore responses to the two questions that motivated these Special Issues: (1) How are opportunities
created for teachers to change themselves? (2) What do (university-based)
researchers learn from working with teachers? 相似文献
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Assessment practices that aim to promote both quality and equity may be compromised in a higher education market where students
are consumers and grades the currency exchanged for measures of success. In such a climate, academics report feeling pressured
to make course content and assessment less challenging in order to obtain positive student evaluations, and they may lose
faith in university quality assurance processes that seem focused on ensuring student satisfaction with education as a product.
To explore these issues from the perspectives of the main stakeholders in assessment, this paper investigates assessment perceptions
of students, course coordinators, and faculty Associate Deans responsible for teaching and learning at The University of Queensland.
The findings highlight differences in what these groups consider to be important assessment issues and differences in how
they should be addressed. First year students are identified as a disadvantaged group due to perceptions of the role of feedback
and formative assessment that may be influenced by their secondary school assessment experiences. 相似文献
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Kelly E. Matthews Peter Adams Merrilyn Goos 《International Journal of Science Education》2016,38(11):1785-1799
Application of mathematical and statistical thinking and reasoning, typically referred to as quantitative skills, is essential for university bioscience students. First, this study developed an assessment task intended to gauge graduating students’ quantitative skills. The Quantitative Skills Assessment of Science Students (QSASS) was the result, which examined 10 mathematical and statistical sub-topics. Second, the study established an evidential baseline of students’ quantitative skills performance and confidence levels by piloting the QSASS with 187 final-year biosciences students at a research-intensive university. The study is framed within the planned–enacted–experienced curriculum model and contributes to science reform efforts focused on enhancing the quantitative skills of university graduates, particularly in the biosciences. The results found, on average, weak performance and low confidence on the QSASS, suggesting divergence between academics’ intentions and students’ experiences of learning quantitative skills. Implications for curriculum design and future studies are discussed. 相似文献
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Do it this way! Metacognitive strategies in collaborative mathematical problem solving 总被引：1，自引：0，他引：1
Recent years have seen increasing interest in the role of metacognition in mathematical problem solving, and in the use of small group work in classroom settings. However, little is known about the nature of secondary students' metacognitive strategy use, and how these strategies are applied when students work together on problems. The study described in this paper investigated the monitoring behaviour of a pair of senior secondary school students as they worked collaboratively on problems in applied mathematics. Analysis of verbal protocols from think aloud problem solving sessions showed that, although the students generally benefited from adopting complementary metacognitive roles, unhelpful social interactions sometimes impeded progress. The findings shed some light on the nature of individual and interactive metacognitive strategy use during collaborative activity. 相似文献